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OF THE 



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Industrial Education Association 



V/vr T "N"r» A i Entered at the Post Office at New York ) Six Numbers a Ybar. 

VUIj. X. X>U. O. } City as second class matter. J Price, $1.00 a year. 

The Slojd in the Service 

of the School 

/ 



BY 



OTTO SALOMON, Ph. D., 

Director of the Normal School for Slojd Instruction, Naas, Sweden. 



t \ Translated by 

WILLIAM H. CARPENTER, Ph. D. 
of Columbia College. 

V 



EDITED BY 
NICHOLAS MURRAY BUTLER, Ph.D., 
President of the Industrial Education Association. 



NEW YORK. 

Industrial Education Association. 

NOVEMBER, 1888. 

Twenty Cents. 



Honograpfc 



*7i^ 






TRANSLATOR'S PREFACE. 



The essay that follows has been translated, with the 
sanction of Mr. Salomon, from an article that appeared in 
German under the title : Der Slojd int Dienste der Schule, 
Arbeiterfreund, Heft j., Jahrg. 1886, and was afterward 
issued in pamphlet form. The English translation, it is 
perhaps hardly necessary to state, has been made to follow 
as closely as possible the letter of the original. If devia- 
tions occur they are such as were judged necessary in the 
change of idiom, but are, it is hoped, only in form and not 
in sense. The Swedish word Slojd has been retained with 
its proper orthography ; there is no good reason apparent 
why an attempt should either be made to translate it, or to 
write for it its phonetic equivalent. It has, by this time, 
surely acquired the right to be considered a proper lexi- 
cographical element of English ; the more so, as there is no 
single word in the language to express the idea it un- 
mistakably conveys. It is only necessary to bear in mind, 
once for all, that in its pronunciation oj is practically 
equivalent to the English oi. W. H. C. 



Copyright, 1888, 

BY THE 

Industrial Education Association. 



7-347*7 



The Slojd in the Service of the School. 



" Public education is the real vital question of our time." 
If the term winged is to be applied to any words of 
Fichte's then surely is this entitled to be reckoned among 
them ; in the sense, namely, that it is true, not only at a 
special moment, but for all times and circumstances. 

Much is said of "great questions," but, strangely enough, 
the speaker has often in view only a reform of the taxes 
or the organization of the army ; questions indeed weighty, 
but always of more or less incidental importance. Only 
one question can be called in the full sense of the word 
great, a vital question not for one, but for all time ; that 
is the question of education. If the real reasons for 
phenomena and their mutual relationship in religion, soci- 
ety, or politics are observed, or, perhaps better stated, are 
inquired into, it will be found, beyond a doubt, that every 
occurence of this character either runs out into a question 
of education, or through such a question receives its final 
solution. And why ? Wholly, as a matter of course, be- 
cause the future belongs to the young, and every develop- 
ment arrived at through education will sooner or later 
impress its stamp upon the thought, energy and action 
of the coming generation. That the teacher, the educator 
£X professo, should cherish such a view of the importance 
of his labor is, indeed, less strange, but those who do not 
stand in close relationship to the school, also share this 
idea. The history of our day shows distinctly that the 
arrangement of instruction within purely practical limits 
forces itself more and more into the foreground, and that 



1 80 The Slojd in the Service of the School. 4] 

the men who direct the affairs of state have an eye 
thoroughly open to the significance of the school in mod- 
ern civil society. They well know that the political party 
that holds power over the educational institutions and 
makes them the expression of its own ideas has to a cer- 
tain extent placed itself even in possession of the future. 
They know that it is less, perhaps, in societies and meet- 
ings than it is in the school where the views of coming 
generations must be formed. Belgium, and possibly also 
Austria, under the banner of Catholic reaction, and France 
under that of radicalism and free-thought, show plainly 
enough what a weighty factor the educational question has 
become at the present day in the life of the state. 

He, too, who only follows such questions with a passive 
interest cannot help but remark that in our day much is 
going forward in the school ; that the whole system of 
instruction, public as well as private, is in a sort of process 
of fermentation. Out of very different camps march 
storming parties against existing forms. New tasks are 
allotted to the school ; new subjects of instruction, or, at 
least some considered new, are defended. One will ex- 
clude from the curriculum the one or the other branch of 
study ; another will introduce something new. Only in 
one point does there appear to be tolerable unanimity, 
namely, in this, that something must be done lest the 
school, the higher as well as the lower, shall gradually 
run into a cul-de-sac ; or perhaps somewhat more mildly 
expressed, the young, and through them society, must be 
assured a sufficient recompense for the time and labor 
which the school finds itself obliged to lay claim to for its 
purposes. 

One of these questions, and certainly not the one least 
capable of attracting to itself the attention of the public, is 
the Slojd, physical labor in the service of the school. It 
is beyond doubt a great error to regard this particular 
educational question, which is coming more and more into 



5] The Slojd in the Service of the School. 181 

the foreground, in any other manner than in connection 
with other contemporary phenomena in the field of peda- 
gogy. By means of its material nature and condition, if 
one can so use the term ; because of results from certain 
points of view already visible, the Slojd, perhaps in a 
higher degree than any other existing or suggested branch 
of instruction, has been able to attract attention and a 
warm enduring interest, and this by no means in the 
lowest degree among those who have no connection with 
the school. This is, without a doubt, the condition of 
things, but just here one must take care, from a pedagogi- 
cal standpoint, not to give to this movement for Slojd 
instruction another significance than with right belongs 
to it. It is, namely — and the manner of its appearance 
in different countries proves this point — nothing else than 
a definite side of the universal reform of instruction, and 
is, accordingly, not to be considered or treated in any 
other way. That this point should be established is of 
decisive weight ; for otherwise it might easily come about 
that the centre of gravity of the question might be shifted, 
and it would, consequently, be less to the purpose to place 
the Slojd in the service of the school, than the school in 
the service of the Slojd. 

In the discussion of these opposing points it cannot be 
strongly enough emphasized that the present movement 
for Slojd instruction is never to be viewed in the same 
light with a similar effort tending in the same general 
direction. As a whole, this agitation for Slojd instruction 
is divided, into two different movements, which, although 
confused by superficial observers, in reality have nothing 
in common except the name. The one is of purely na- 
tional-economical significance, in that it is based upon 
the fact that domestic industry is decreasing more and 
more, and sets itself the task of taking measures to teach 
the rural population, especially fitting Slojd labors for home 
occupation, whose products may be applied either in the 



1 82 The Slojd in the Service of the School. [6 

house itself, or may serve directly for sale. This Slojd 
movement sees in the school the means for extending 
Slojd skill. The universal and real object of the school 
to be an educational institution for the training of its 
pupils must, in accordance with this movement, retire into 
the background before the design to give to the pupil the 
requisite skill to prepare certain objects destined either 
for sale, or for domestic use. In the choice of such labors, 
then, the decision must be made from points of view quite 
other than pedagogical. It can neither be taken into con- 
sideration, nor should it be, whether the kind of labor, 
or the method of instruction employed are of a character 
to influence profitably the education of the child. The 
objects produced become the essential part ; the worker 
himself, on the other hand, is an incidental part. The 
support of domestic industry is the solution of the problem, 
and the most powerful factor thereto, the school, is with- 
drawn from its actual, definite task and compelled to serve 
purposes foreign to it. 

It is wholly different with the other movement that 
desires to place the Slojd in the service of the school. 
Manual labor arranged on pedagogical principles is, in 
many respects, an extremely efficient means for the educa- 
tion of children. It desires, therefore, to introduce the 
Slojd into the school, not for the furtherance of the Slojd, 
but because it believes that the school, by means of this 
branch of study, will exert an influence, in a manner more 
perfect and as ^many-sided as is possible, upon the devel- 
opment of its pupils. Not the products of labor, but the 
laborers themselves are, according to this idea, the most 
important part. Whether the objects produced during 
instruction have a higher or lower market value ; whether 
the children shall in the future perform the same labors, or 
not ; whether the kinds of Slojd with which the pupil is 
occupied in school are the best fitted for trade and home 
occupation — all these, and other points of view, are but 



j~\ The Slojd in the Service of the School. 183 

incidental. They are as little to be taken into consid- 
eration in the arrangement of instruction as though, for 
instance, in the adoption of a school-book its practicable- 
ness after the completion of school should be considered ; 
or as if the black-boards, ruled writing-books, and copies 
should be removed from the school-room because the 
children must, in the future get along without their aid. 
The kinds of Slojd and their methodical arrangement are 
here only means and must be so regarded. They have, 
so far as the school is concerned, in themselves no other 
right, save in the measure they are fitted to perform the 
especial educational purposes to the attainment of which 
the school applies them ; and the educational value that 
they have is the only standard by which to judge them. 

A not unimportant part of the opposition, which — 
perhaps less in Sweden than in other countries — has arisen 
against the introduction of the Slojd into the school, 
is, without a doubt, based upon a very explicable con- 
fusion of these two movements, so different in means 
and purpose, on the part of such teachers as stand aloof 
from the movement. Many a teacher, perfectly well cog- 
nizant of the difficulties met with in carrying out, even 
approximately, the many and weighty requirements that 
are the specific task of the school, perhaps mistakenly 
believes that Slojd instruction will necessarily decrease the 
efficiency of the school and will turn it aside into direc- 
tions foreign to its educational aims. It is not strange 
that he will not give his co-operation if he, with all respect 
for the advantages of domestic industry, still doubts 
whether it is right to lead the school away from its own 
high purpose on to foreign ground, however worthy of 
attention the same may be. The opposition, or, at least, 
the impassiveness toward the question of Slojd instruction 
in which teachers often persist, is based, accordingly, to 
no slight degree upon a false conception of its real 
meaning. 



184 The Slojd in the Service of the School. [8 

What educational signification has, then, the Slojd, and 
what are the purposes that may be claimed for it, if it 
enters into the service of the school ? The answer to this 
is naturally to be stated differently, according as the one 
concerned represents this or that pedagogical point of 
view. The disciples of Herbart will intensify the views 
and conceptions which the course of instruction treats by 
means of the self-dependence of the pupil. From this 
stand-point manual labor will be a new bond to unite 
concentrically the different courses of instruction, without 
its being necessary on this account to renounce the fruits 
that Slojd instruction produces in and by itself. The 
supporters of the pedagogical system of Frobel desire, in 
so far as they follow out the consequences of the teachings 
of their master, to introduce into the actual school, in this 
direction too, the method of the kindergarten, where 
occupations form the real foundation of education and 
instruction. Others, by whom the difference between pri- 
mary and technical educational institutions is not clearly 
enough accentuated, desire that the Slojd shall assume in 
the school the form of a kind of preparatory mechanical 
education, in which the trades shall be represented as 
much as possible. Others, again, — and most of those 
connected with the school who have gone to the heart of 
the matter belong, certainly, to them — see in the Slojd 
arranged according to pedagogical principles, an efficient 
educational means of high significance. They know and 
acknowledge that manual labor rightly arranged and 
rightly conducted is capable of awakening and strengthen- 
ing in children certain qualities of unconditional value, 
not only for the school, but also, and before all else, for 
life. What they desire to attain by means of the Slojd 
is, accordingly, — the expression may, after all, not be 
understood by those who are able to grasp this idea from 
the one side only — a formal education ; and all may be 
tolerably well convinced that principally in this character- 



9] The Slojd in the Service of the School. 185 

istic, as an efficient educational means, the Slojd will later 
on be able to conquer its rightful place in the curriculum 
of the school. 

The aim of education is, beyond question, to bring- about 
a development as many-sided as possible. The pedagogi- 
cal value of a subject of instruction or practise easily 
shows, when viewed in connection with other subjects, to 
what degree it can assist in this development. Since, in 
consequence of the many-sidedness of the qualities and 
powers which the educator has to regard, no subject alone 
is capable of taking into consideration all sides of the 
formal education, such a choice of the different educational 
means must naturally be sought that they shall mutually 
supplement each other and together form a whole. If, 
then, a new subject, as such an educational means, is to be 
introduced into the school, then it is necessary to inquire 
what side of the development it can and must promote ;. 
as well as whether from it is to be expected a complete 
educational result. If it is then shown that this side had 
already sufficient attention, then the suggested subject is, 
in this respect, superfluous. If the contrary is true, it is to 
be and must be given place with the other subjects, unless 
the effort for a harmonious education is to be with the 
educator only a meaningless catch-word. The history of 
the introduction of drawing and gymnastics into the school 
furnishes pertinent examples on this point. 

The value of the Slojd as an educational means is, 
comparatively speaking, many-sided. Beside the skill to 
turn the hand to useful labor, which is taught the children 
to their undeniable advantage, it is also capable, in other 
ways of assisting to a notable extent in the development 
of various powers and qualities valuable in after life. 
Among these are to be mentioned love for labor, and, as a 
direct consequence, industry and persistence. Self-reli- 
ance, exactness and attentiveness are other characteristics 
that are demanded in the Slojd, and, accordingly, also 



1 86 The Sl'ojd in the Service of the School. [10 

attain development through it. That the Sl'ojd, like draw- 
ing, helps also to sharpen the eye and to educate the 
sense of form is obvious. Finally, as an object of Sl'ojd 
instruction may also be cited that through it the pupil will 
be inspired with a respect for manual labor ; as well as 
that the school through it will be better able to further the 
so necessary physical education than has heretofore been 
the case. On both these last points of view a few words 
are in place. 

Respect for manual labor ! Yes. Who does not in our 
day entertain at least a theoretical respect for manual 
labor and for the laborer himself; yet, be it incidentally 
remarked, less for them as individuals, than as members 
of the whole class, that in and with the labor unions begins 
to conquer for itself a certain significance, and consequently 
must, with other factors, be taken into account. But how 
is it, then, in reality, with this "respect"? How man)- 
fathers of the more educated class allow their sons, with- 
out its being positively necessary, to become mechanics, 
or to devote themselves otherwise to manual work ? And 
is there not to be found among the laborers themselves the 
wish that their children may become something "better,'' 
that is, be reckoned as belonging to another class ? This 
is not to be explained by the supposition that the more 
theoretical occupations usually offer to those who follow 
them greater pecuniary advantages than those which, for 
example, the mechanic or the skilled workman in a manu- 
factory can obtain, for this is, by no means, always the 
case. On the contrary, the reverse comes often enough 
to pass ; an experience that many, who have sacrificed for 
their studies much time and money, have had to their own 
sorrow. No ; the true reason is that this strong prejudice 
is, perhaps, inherited from the times that regarded manual 
labor as an unworthy occupation for the free citizen, and 
therefore paid to it less respect than to another kind of 
activity. And our educational institutions, the lower as 



1 1] The Slojd in the Service of the School. 187 

well as the higher, have hitherto surely not done much to 
counteract this harmful prejudice, but, on the contrary, 
have possibly contributed to strengthen it. From the fact 
that they almost exclusively lay weight only upon theoret- 
ical knowledge and aristocratically avoid occupying them- 
selves with manual labor, they have instilled into their 
pupils, generation after generation, the conviction that 
this labor is, in reality, of only subordinate worth. It 
is, then, not to be wondered at that these pupils when 
they come out into active life imagine that the extolled 
"education," with which they have been made happy, is 
connected, in no immaterial degree, with an emancipation 
from manual labor, according to the general significance of 
this word. Surely, it is not too soon for the school to 
awaken to a knowledge of what it has, in this respect, on 
its conscience, and to endeavor to some extent to make 
good that which it has neglected. Too many lives are 
wasted through the imperfect conceptions imbibed during 
development ; and they may rightly charge the school that 
it has made them at least to a certain extent, what they 
have become. Many a youth, who, perhaps, could have 
been a skillful mechanic or an able agriculturist, the 
school, with its one-sided prejudice for theoretical occupa- 
tions, has led away to another field for which he was not 
fitted, to his own loss and to the detriment of society. 
Precisely in our time, when social questions crowd them- 
selves so irresistibly into the foreground and demand 
solution, when one class is incited against the other, it is 
surely not of immaterial significance if the school, where 
the future ideas of life are fostered, does not endeavor to 
inculcate, not only through the word, but also in very 
deed, the ethical value of all honorable labor, be it of the 
body or of the hand. For there is truth in the saying of 
Rousseau that "children easily forget what one says or has 
said to them, but not what one does or has done to them." 
Another element of the Slojd in the service of the school 



1 88 The Slojd i?i the Service of the Schooh [12 

is its value for physical development ; in that, rightly 
arranged, it is able to provide a highly necessary correc- 
tive against the great amount of sitting still, as well on the 
school-form, as during study at home. It is able, also, 
to assist directly in strengthening the physical forces. 
Professor Axel Key, the renowned Swedish scholar, who, 
as a member of the Instruction Commission established 
by the government, not long since made very complete 
investigations concerning the hygenic conditions of the 
school, makes in the detailed report that has recently 
appeared, the following observations concerning the ill- 
nesses that too much sitting still during the years of 
development can cause: "It must, therefore, be for the 
school an object of the greatest care that it does not 
compel the children to sit still during the day longer than 
is absolutely necessary for the satisfaction of the due 
demands of school instruction ; as, also, that the disad- 
vantageous effect of this unavoidable, and, under all 
circumstances, too long sitting still that the school must 
require, be as much as possible held in balance by dili- 
gently exercised movements of the body. The half-hour 
gymnastic exercise, once a day, that is now introduced into 
the higher institutions of learning, may accomplish that 
which it is able, but it is very far from filling the need." 
If the school once clearly realizes its duty and pays the 
necessary attention to physical development for the pro- 
motion of bodily health, then it will certainly find in 
manual labor a means, that together with gymnastics and 
games of motion, will show itself of extraordinary worth. 

II. 
After these suggestions as to the pedagogical purpose 
of Slojd instruction in the school, it must also be shown 
in what manner it must be arranged in order to attain this 
result. To him who does not console himself, as an 
excuse for aimlessly groping about, with the somewhat 
doubtful sentence, "that all ways lead to Rome," it will 



13] The Slojd in the Service of the School. 189 

be a matter of course that the attainment of a definite 
object, be it in this or another field, always presupposes a 
completely systematized manner of procedure with the 
end in view. Just as really systematic instruction in his- 
tory must be pursued in quite a different manner than if 
one is drudging for examination, just so would it be a 
great error to believe that the mere occupation of the 
children with Slojd, in the one way or the other, is 
sufficient to attain the stated educational goal to which 
manual labor without a doubt is capable of leading. But 
it is not so. By kinds of Slojd in the exercise of which 
only a small number of tools and manipulations are made 
use of, a universal dexterity of hand cannot, in the re- 
motest degree, be attained. Never will the child acquire 
a love for labor, and never will it be led to attentiveness 
and industry by means of occupations that offer but little 
variety, and, accordingly, can be executed in a purely 
mechanical manner. Self-reliance will never be devel- 
oped, if the teacher during instruction personally lays 
hand upon the work, or, as happens not at all infrequently, 
even does the essential part of it himself. One will never 
become accustomed to exactness by labor that cannot 
be strictly carried out on a level with the child, nor if the 
teacher carelessly approves badly executed work. Eye 
and sense of form cannot be trained, at least to an es- 
sential extent, by straight-lined models. Never will the 
children be imbued with a respect for true manual labor, 
if they are only allowed to occupy themselves with the 
production of objects of ornament. By this means, on 
the contrary, is fostered a feeling of superiority over ruder 
productions, which, if they have not by their glitter the 
property of attracting the superficial observer, are very 
soon considered simple and of less value. And, finally, 
physical health will never be furthered, nor the so often 
and clearly shown consequences of too long sitting still 
during the years of development, be counteracted by in- 



190 The Sl'djd in the Service of the School. [14 

viting the child under the alluriug name of " Sl'djd instruc- 
tion " to sit still several hours more during the week. No. 
Whether instruction concerns the Sl'djd or another branch, 
the arrangement adopted must always have a definite 
relation to the ends which it is desired to attain. 

That which in the arrangement of such instruction must 
be primarily an object of consideration is whether this 
instruction must comprehend at the same time several 
branches of Sl'djd, or whether the development that is 
aimed at by the instruction can just as well be attained 
by the use of only one kind of Sl'djd. Should the last be 
the case, then weighty reasons must surely exist for a 
concentration of the instruction in question. It is not to 
be overlooked that every kind of Sl'djd should be regarded 
as an independent branch ; and since the curricula in 
general do not suffer from a lack of subjects of instruction 
it is, indeed, scarcely to be regarded as a thing desirable 
to burden them with a number of additional branches, so 
that the school would thus suffer not only from " much 
reading," but also from " much Sl'djd? If in addition to 
this is considered the fact that in every case only a com- 
paratively small number of hours can be appointed for 
Sl'djd instruction and these do not easily bear dividing up, 
and that the use of several kinds of Sl'djd must always 
make greater demands upon the teacher and call for more 
costly equipments than when only one such subject is in 
use, then — and this is to be emphasized as of especial 
weight — purely practical reasons should decide whether 
the one kind of Sl'djd chosen is really capable of bringing 
about the same development as the use of several. 

But, it will be replied, this pursuit of only one branch 
■of labor, where there is such an abundant choice, leads 
to one-sidedness, which must be unconditionally bad. Or 
are there not past, present, or, possibly, conceivable ar- 
rangements right in the domain of the school, that viewed 
from a special point of view might be stamped as imper- 



1 5] The Slojd in the Service of the School. 191 

feet? To have too few hours daily for instruction is 
faulty, for thereby too little is accomplished ; but to have 
too many is also incorrect because thereby is occasioned 
an over-exertion of strength. 

Similar observations can also be made against short 
and long tasks. To occupy the children only with a few 
branches of instruction is considered wrong, because the 
field of knowledge is thereby limited ; to have too many 
is also wrong, for thereby they will only get a smattering 
of all. Long vacations take away too much time ; short 
ones, on the contrary, do not provide sufficient rest after 
the exertions of the semester. The employment of class 
teachers is faulty, for one person cannot always be so 
far master of the different branches that he can teach 
them with good results ; but against the system of special 
teachers, on the other hand, from the pedagogical point 
of view is applied the proverb : "Too many cooks spoil 
the broth." Yes ; the school itself is even considered 
unnecessary, because it hinders the home from fulfilling 
its duties toward the children in education and instruction ; 
if, however, the school were taken away and, later on, the 
parents, free from all harmful restraints, were themselves 
allowed to exercise these, their " dearest rights," it would 
still be doubtful whether this state of affairs would give 
less cause for criticism than present conditions. 

Accordingly, — in order to come back again to the point 
at issue — one-sidedness, in the meaning conceived above, 
is really an error. Its opposite, many-sidedness, is no less 
an error, and in this respect, as, indeed, in all others, it is 
necessary, less to make sure of an element of absolute 
value, against which no comments could be made and no 
catch-word could be used, than to choose the relatively 
best, against which the fewest objections are made. 

The simultaneous employment of several kinds of Slojd 
has exactly the same bearing as the employment of 
several text-books for a branch of study at a certain age. 



192 The Sl'ojd i?i the Service of the School. [16 

Both, the kind of Sl'ojd, as well as the text-book, are means 
of instruction, not ends of instruction. The kind of Sl'ojd 
is a means by which a certain development is desired to 
be attained in children ; the text-book is regarded as a 
means to impart and to fix certain knowledge. If, then, 
one-sidedness is an error and its opposite ' more-sidedness ' 
or ' many-sidedness,' is something meritorious, then it 
ought to be wholly consistent if, to avoid this defect, there 
should be used several, indeed perhaps many, school-books 
simultaneously. To the pupil the opportunity would then 
be given to learn the views and conceptions that different 
authors have of a subject. He, however, who knows from 
experience what great confusion the simultaneous use of 
even two different text-books for one branch of study can 
cause would rather bear the reproach of one-sidedness 
than venture upon doubtful experiments with many-sided- 
ness, and to desire by this means to gain glory. 

Do not, however, let this desire, i. e., the instruction 
here in question, as is unfortunately often the case, be 
misunderstood or misinterpreted. It is certainly not meant 
that children should be allowed to occupy themselves 
during the whole school time with only a single kind of 
Sl'djdy and that all others be excluded. Such a design is 
simply nonsensical, for the reason that one would certainly 
seek in vain for a kind of Sl'ojd that would be suitable as a 
means of development for all ages. So, for instance, the 
six-year old child does not have control over the same 
forces as does the youth in the higher classes of the school. 
That which is suitable for one stadium can, therefore, be 
too easy or too difficult for another. If, accordingly, it is 
said that Sl'ojd in wood is the labor best fitted for the pur- 
poses of the school and is thus alone to be employed, then, 
as a matter of course, it is only meant that this is the case 
at a certain age — here it is asserted of those pupils who 
begin at eleven years of age. Yet the fact must not be 
overlooked that this is an age always notably inconstant ; 



17] The Sl'djd in the Service of the School. 193 

for, as regards physical powers, different children are 
usually differently developed. A child brought up in the 
country is, in general, stronger than a child of the same 
age that grows up in the city. The boy is, in most cases, 
stronger than the girl ; to which is still to be added that 
individual differences also occur. 

When Sl'djd in wood is mentioned it is also of weight to 
direct attention to another misunderstanding that very 
often occurs, namely, that this kind of Sl'djd, or, at least a 
part of it, Sl'djd in cabinet-work, is often confounded with 
professional cabinet-making. In consequence of the con- 
fusion of two such wholly different kinds of labor, one 
occasionally hears expressions like this : "Since all cannot 
become cabinet-makers, handicrafts other than cabinet- 
making should also be provided in the public school." Or, 
" A cabinet-maker who has learned his trade is naturally 
better able to give instruction in it, than a public school- 
teacher." Or, " If a teacher in so and so many weeks can 
be made a mechanic, then a skilled mechanic in the same 
time can, indeed, also become a teacher," etc. This con- 
fusion of ideas that has already caused not a few practical 
difficulties is, it is true, not inexplicable, yet, on nearer 
consideration it is wholly without foundation in fact. Sl'djd 
in wood comprehends, in its general signification, Sl'djd in 
cabinet-work, Sl'djd in turning, and Sl'djd in wood carving. 
As concerns Sl'djd in cabinet-work, especially, it has with 
cabinet-making little else in common than that both use 
the same material, wood, and that this use occurs in both 
partly by means of the same, partly by means of similar 
tools. They differ, on the other hand, in several weighty 
respects. While in industrial cabinet-making one is con- 
cerned with the production of relatively larger objects, as 
furniture, doors, window cornices, pieces of household 
furniture, and so forth, smaller objects fall to the province 
of the Sl'djd, as, for instance, house and agricultural im- 
plements and parts of them. The head of a rake, a pen- 



194 The Slojd in the Service of the School. [18 

holder, a spoon, a key-tag and other similar objects are 
made by the Slojd worker, but never by the cabinet-maker, 
at least not in the exercise of his handicraft. In Slojd in 
cabinet-work, as is well known, the knife is the most 
important and the most used tool. A Slojd worker without 
a knife is almost like a rider without a horse. In industrial 
cabinet-making, on the contrary, the knife does not occur 
as a tool at all, and a cabinet-maker is usually so little 
accustomed to manipulate it that if he, for instance, wishes 
to sharpen his lead-pencil, he, in most cases, seizes his 
principal weapon, the chisel. There are, also, other tools, 
as, for instance, the gouge, or the adze, that find applica- 
tion, in the Slojd, but never in cabinet-making. 

Further, another material difference between the Slojd 
and the trade lies in the fact that while in industrial 
production there exists a division of labor, extended ac- 
cording to circumstances, the Slojd worker, on the con- 
trary, executes his labor entirely with his own hand. The 
individual mechanic can often enough pride himself upon 
his labor no further than that he has himself done a small 
part of it ; the Slojd worker, on the other hand, can 
exhibit with pride the fruit of his own labor. The first, 
regarded as a producer, is a fraction whose denominator 
depends upon the number of co-laborers ; the other is in 
himself a unit. 

In a comparison between the kinds of Slojd, the causes 
that determine the preponderance in the scale of Slojd in 
wood as a means of development most fitting for the age 
in question are many. Slojd in wood, or, at least, that 
part of it comprehended in Slojd in cabinet-work and 
Slojd in turning, possesses, as experience has uncondition- 
ally shown, the power to attract in a high degree the 
interest of the worker ; so that even where Slojd instruction 
is not obligatory children do not neglect, except in ex- 
treme cases, to participate in it. By means of this kind 
of Slojd the pupils, even as beginners, are able to produce 



19] The Slojd in the Service of the School. 195 

a labor product wholly capable of utilization, in that a 
sort of labor, useful in a variety of ways and fitting for 
different circumstances, falls within its sphere. Further, 
since these labors must be carried out with system and 
exactness, with neatness and nicety, they are capable — 
and this in no immaterial way — of developing in pupils 
precisely these qualities. Again, in Slojd in wood, since, 
in the choice of preliminaries, the education of the sense 
of form can also be taken into consideration, there are to 
be found from an elementary stand-point, all the founda- 
tions for an aesthetic development. 

Slojd in wood, with its many exercises of different de- 
grees of difficulty, also corresponds with the physical 
powers of the workers. As concerns the latter, Slojd in 
cabinet-work offers an excellent counterpoise to sitting 
still, and, if arranged in a methodical manner, is capable, 
like gymnastics and games, of contributing to the strength 
of the body and a gradual development of its powers. In 
this respect, it may be further asserted that just here in 
Slojd in cabinet-work, is opportunity found to have the 
pupil use the principal tools alternately with the right and 
the left hand ; in which process the work with both hands 
is less to be considered than that, during the labor, the 
muscles of both sides are uniformly made use of, as is the 
case in gymnastics and fencing. From this point of view 
" one-sidedness" is, without a doubt, to be considered an 
objectionable thing. 

Another, and when it concerns a subject of instruction, 
not insignificant advantage in the kind of Slojd in question 
is that it is well fitted for methodical arrangement. There 
can thus, after the necessary investigations and preliminary 
labors have been made, be set up a series of wooden 
models, in which the accompanying exercises proceed by 
degrees ; from easy to difficult, from simple to complex. 
This fact is of importance ; because a kind of labor can 
thus be first placed in the service of the school and made 



196 The Sl'djd in the Service of the School. [20 

use of for its purposes when it is capable of being subordi- 
nated to the laws that didactics recognizes as universally- 
binding. Finally, it must not remain unnoticed that Sl'djd 
in wood requires a number of tools and gives an opportu- 
nity for many different manipulations, in consequence of 
which it, perhaps, before every other kind of Sl'djd, is best 
fitted to give at least a relatively universal skillfulness of 
hand. The more tools and manipulations a kind of Sl'djd 
requires, the greater is the education of the hand that is 
able to carry it out. This is a matter of course ; just, as 
viewed from the same stand-point, it is an advantage if 
the pupil, in the execution of a task, is allowed to make 
use of as many tools and manipulations as possible. The 
criticism that is not seldom made by so-called " practical " 
persons against the Sl'djd pursued for pedagogical pur- 
poses, that the object could be prepared much more easily 
and quickly without the use of this number of tools is, 
accordingly, irrelevant. It should be placed in the same 
category with the charge against a teacher of gymnastics, 
who, in certain exercises should direct jumping over obsta- 
cles, when the pupils could have gone their way much 
more easily without them. Such and similar remarks only 
show that the critic regards the Sl'djd from points of view 
other than purely pedagogical, and that he places the 
finished work and its sale value higher that the develop- 
ment that the pupil has acquired during the work. 

Concerning Sl'djd in wood it was previously stated that 
it comprised within itself as kinds of Sl'djd, partly Sl'djd in 
cabinet-work, partly Sl'djd in wood carving and turning. 
On a nearer examination it will, however, be found that it 
is in reality the one first named, Sl'djd in cabinet-work, 
that is perfectly capable of fulfilling the above mentioned 
demands for a manual labor applicable as a means of 
education ; neither turning nor wood carving answer in 
themselves to the demands that must necessarily be made 
of them. Many friends of Sl'djd instruction have, as far as 



21] The Slojd in the Service of the School, 197 

wood carving is concerned, overlooked just this point and 
consequently have allowed this kind of Slojd to occupy a 
place in instruction that ought by no means to fall to its 
share. It may, perhaps, be here in place to enter briefly 
into some of the most essential, but not, however, weighty 
reasons, that are generally advanced to prove the useful- 
ness of wood carving as a principal branch of instruction 
in the school. 

It is at the outset claimed that wood carving is of especi- 
ally important significance for the education of the aesthetic 
sense, and that, therefore, without regard to its manifest 
faults, this kind of Slojd should be diligently pursued. 
Against this the following is to be said. Wood carving 
may be, indeed, of incontestable importance for the educa- 
tion of the sense of beauty, but from this by no means 
follows that this is the case precisely at this particular 
stage. Such a conclusion is just as unwarranted as if, for 
instance, we should say that because the theory of functions 
is of great importance for the development of mathematical 
conceptions, it must precede in the school, instruction in 
arithmetic and geometry. Such a proceeding were foolish, 
and it would be just as unreasonable to make use of wood 
carving as an aesthetic educational means at a stage where 
it does not belong. If this aesthetical development shall 
be something other than an empty catch-word, then one 
must necessarily begin with the foundation ; that is, the 
child must, in the first place, be accustomed to perform 
every labor with order and exactness, and it must be made 
intelligible to him that it is a peremptory condition only to 
regard a thing beautiful when it is well executed, and that, 
therefore, an object carelessly made, be it decorated with 
as many ornaments as it will, is and must be ugly. Exper- 
ience shows distinctly that if one really wishes, in complete 
seriousness, to develop the sense of the beautiful, one must 
proceed precisely in this way. In schools where it is 
overlooked that ornamentation always belongs to a last 



198 The Slojd in the Service of the School. [22 

stadium, that it should crown the labor and not be the 
starting point, and where one begins early with wood 
carvings, work is, on account of bad execution, very often 
anything else but tasteful. He must be truly sanguine 
who will imagine or cause others to imagine that such 
bunglings, in the execution of which form and composition 
pass wholly into the background before ornamentation, 
can work to the advantage of an aesthetic education. May 
not these superficialities, which often appear to have no 
other purpose than to attract the eye and to divert atten- 
tion from the details of execution, on the contrary instil 
into the pupils a wholly false idea of the nature of the 
beautiful ? Might not the foundation, thereby be laid for a 
superficiality of observation, which, to a certain degree, 
might act injuriously upon the domain of the purely moral, 
in that the young would be systematically led to lay 
greater weight upon appearing than upon really being ? 

Another reason that it is customary to bring forward 
when the question has to do with giving to wood carving 
a dominating place in Slojd instruction, is that such labors 
are better fitted for home occupation than those that are 
included within the province of Slojd in cabinet-work ; and 
since the school ought to work for after life, the pupils 
should perform precisely such labors as they can later 
carry out independently during and after the time for 
going to school. This reason, too, as can easily be shown, 
has only an apparent value. In the first place, the Slojd, 
regarded as a means of education, has far higher and 
weightier purposes than to serve only for an amusement in 
leisure hours. Several of these purposes have been previ- 
ously indicated. If, in order to promote home occupation, 
wood carving should be favored in the school above Slojd 
in cabinet-work, with the notion that it would be easier to 
find room in the house for a wood carver's table than for 
a carpenter's bench, it would manifestly have the same 
significance as if in the school in instruction in gymnastics 



23] The Slojd in the Service of the School. 199 

— which, indeed, also has physical development for its 
material aim — the gymnastic appointments should be ex- 
cluded because the pupils have no opportunity at home to 
place such appliances, and, accordingly, could not execute 
there the motions exercised in the school. A pedagogi- 
cally educated gymnast, however, could scarcely entertain 
such a view. On the contrary he might say that precisely 
because the home can probably not provide such appara- 
tus, without which a satisfactory advantage from gymnas- 
tics is not to be expected, the school must give its pupils 
opportunity to make use of the same in the appointed 
exercises. It is the same, too, with the employment of 
cabinet-making in the service of the school. So far from 
its being a fact that the difficulty — a difficulty, moreover, 
more apparent than real — of procuring at home the tools 
necessary for the pursuit of this kind of Slojd should 
compel the school to throw its weight upon wood carving, 
which, from several points of view, is less fitting ; the 
absolutely opposite mode of thought is, on the contrary, 
the right one. One must, indeed, conclude as follows : 
Slojd in cabinet-making, but not in wood carving, is the 
most fitting kind of labor for the development of the child. 
Children might conceivably be able to occupy themselves 
at home with no other Slojd in wood than wood carving ; 
accordingly the school, if it can, must choose Slojd in 
cabinet-making for its pupils. Moreover, they who have 
their eyes upon what a Slojd, rightly pursued, can and 
must accomplish would scarcely recognize wood carving 
as an especially fitting household labor. The evil con- 
sequences of too long sitting still during development have 
been so often set forth that it is universally considered 
desirable to obviate it to the greatest extent possible. 
Can, then, a Slojd that is exercised sitting, and that, 
besides, must apparently overtax the eyes, be really pro- 
nounced a good domestic labor ? Are not pupils, as well 
in the school as during household tasks, already obliged 



200 The Slojd in the Service of the School. [24 

to sit still enough ? Only one answer to these questions is 
possible. 

But even on the assumption that wood-carving is an 
excellent home occupation one ought, nevertheless, by no 
means to draw the conclusion that the school should 
practice it and in order to make way for it should neglect 
genuine educational ends. Everything should have its 
true place and its proper time. It is with wood-carving as 
with many feminine decorative labors. Simple crotchet- 
work or art embroidery, if the necessary conditions are at 
hand, can be learned very quickly. The school does not 
need to concern itself about them. Let it confine itself 
to its own task, namely to this, to lay the foundation. 
Then will the kind of labor which, from the one point of 
view or the other, is best fitting for "life" be easily taken 
up when the time has come for it. Let the endeavor also 
be made that, at the expense of that which to-day may be 
useful for the development of the child, that is pursued 
which possibly may be serviceable to-morrow. Every day 
has its own care. This may be considered for all educa- 
tional instruction, whatever branch it may concern, a 
correct fundamental principle. 

If, furthermore, one will go somewhat nearer to the 
heart of the question, he will find that it is in a high degree 
doubtful whether the school by the introduction of this 
household labor that is suggested will really derive ad- 
vantage from that from which it proposes to derive advan- 
tage, especially if, as has, indeed, been recommended, 
this home occupation should be made obligatory. Has, 
then, an extended experience not shown, alas, more than 
sufficiently, that the text-books and occupations of the 
school in no way become, in general, so attractive to the 
pupils that they, after their entrance into active life, 
choose precisely those for amusement in leisure hours ? 
Might not one, on the contrary, assume with a very great 
degree of probability that if the school wishes to deter the 



25] The Slojd in the Service of the School. 201 

children from a certain occupation it needs only to compel 
them to practise it as much as possible, during the school 
period ? The effect of the operation of this principle will 
certainly never be absent. 

Much might still be added to the thoughts just ex- 
pressed, but since this essay has already become more 
comprehensive than was originally intended it is plainly 
time to close. A further element might still, however, 
be touched upon, because it is indisputably the weightest 
where educational instruction is concerned, be it in Slojd 
or in another department. This element is the teacher. 
As I have earlier intimated that nearly all questions run 
out into a question of education or are solved by it, in the 
same manner might every system of instruction, or the 
method derived from it, be said to run out into the person- 
ality of the teacher. System and method are in themselves 
only empty forms ; to the teacher it is reserved to breathe 
into them the life-bringing spirit. To give the most 
admirable method to a bad teacher would be like placing 
a good sword in the hand of an inexperienced fighter. In 
the strife over different conceptions and over a different 
manner of proceeding let this not be left out of sight, and 
let one, at the same time, always remember that as the 
teacher, so is also the school. 



APPENDIX. 

The following- exposition of the aim, method and means 
of Slojd instruction is the reprint of a pamphlet issued in 
English, by the Normal School at Naas. 

A. AIM OF THE INSTRUCTION. 

Whilst the elementary schools prepare the children 
indirectly for life, the chief aim of the teaching of Slojd is 
to give the pupils formal instruction, that is, to develop 
their mental and physical powers. It has also for its 
material and practical aim the acquisition of general dex- 
terity of hand. 

This formal education which Slojd has in view aims 
principally at instilling a taste for and love of work in 
general ; inspiring respect for rough, honest bodily labour; 
training in habits of order, exactness, cleanliness and 
neatness ; accustoming to attention, industry and perse- 
verance ; promoting the development of the physical pow- 
ers ; training the eye and sense of form. 

B. THE METHOD AND MEANS OF INSTRUCTION. 
I. General principles. 
Attendance at Slojd instruction should be voluntary on 
the part of the pupils. In order to insure this the work 
must fulfill the following conditions : 

1. It must be useful. 

2. It must not require fatiguing preparatory exercises 
in the use of the various tools. 

3. It must afford variety. 

4. It must be capable of being carried out by the pupils 
themselves. 

5. It must be real work, not play. 

6. It must not be so called knick-knacks, that is, arti- 
cles of luxury. 

7. It must become the property of the pupil. 

8. It must correspond with the capabilities of the 
pupils. 



27] The Slojd in the Service of the School. 203 

9. It must be of such a nature that it can be completed 
with exactness. 

10. It must admit of neatness and cleanliness. 

n. It must exercise the thinking powers and not be 
purely mechanical. 

12. It must strengthen and develop the bodily powers. 

13. It must assist in developing the sense of form. 

14. It must allow of the use of numerous manipulations 
and various tools. 

II. The teacher. 

1. The instruction must be given by a trained teacher, 
if possible by the same teacher who instructs in intellectual 
subjects. 

2. The teacher should conduct, superintend and control 
the work ; but guard against directly putting his hand to 
it. 

III. The age of the pupil. 

In order to follow with advantage the course of instruc- 
tion the pupil ought to have reached that stage of develop- 
ment usually attained at the age of eleven. 

IV. Branches of instruction. 

The simultaneous employment of several different kinds 
of Slojd acts detrimentally for the following reasons : 

A sufficient number of subjects are already taught in the 
school and every different branch of Slojd is a subject in 
itself; 

The time to be devoted to this work is short and limited; 

By different kinds of work the interest of the pupils 
would be easily diverted, — therefore the instruction in 
Slojd should be confined to one branch. 

For the above mentioned standard of age wood-slojd is 
the most suitable. It includes carpentry, turnerey and 
wood-carving. 

Slojd-carpentry differs from trade-carpentry in the fol- 
lowing respects : 

1. As to the character of the objects made ; in general 
the objects are smaller than those made in the trade. 

2. The tools which are used ; for instance, the knife, is 
the most important tool in wood-slojd — in carpentry it is 
rarely used. 

3. The method of working : in trade-carpentry there 
is divison of labor — in Slojd none whatever. 



204 The Slojd in the Service of the School. [28 

_ Turnery may be taken as a different branch of instruc- 
tion, and as such be quite well separated from wood-slojd. 

V. The number of pupils. 

Individual instruction is generally advisable. This is 
especially the case with Slojd, which on fundamental and 
practical grounds cannot be taught as a class subject; 
therefore the number of pupils taught by one teacher must 
be limited. 

VI. The models. 

In order to make the instruction as intuitive as possible, 
models ought to be used in preference to drawings. The 
form should be sketched either directly, by placing the 
model on the piece of wood, or by means of a diagram 
drawn with ruler and compass on the wood. 



In arranging a series of models the following points 
must be observed : 

A. AS TO THE CHOICE OF THE MODELS. 

1. All articles of luxury are to be excluded. 

2. The objects made are to be capable of being used at 
home. 

3. They are to be such objects that the pupils can finish 
them without any help. 

4. They are to be such objects as can be made entirely 
of wood. 

5. The work is not to be polished. 

6. As little material as possible is to be used. 

7. The pupils are to learn to work both in hard and 
soft woods. 

8. Turnery and carving are to be used as little as 
possible. 

9. The models are to develop the pupils' sense of form 
and beauty. 

In order to attain this, the series must include a number 
of examples of form, such as spoons, ladles and other 
curved objects which are suitable for execution by the 
hand alone, guided by the eye. 

10. The whole series must be so arranged as to teach 
the pupils the use of the necessary tools, and to know and 
carry out all the most important manipulations connected 
with wood. 



» 



29] The Sloid in the Service of the School. 205 

B. AS TO THE ARRANGEMENT OF THE MODELS. 

1. The series must progress without break from the 
easy to the difficult, from the simple to the complex. 

2. There must be a refreshing variety. 

3. The models must follow in such progressive order 
that by means of the preceding ones, the pupils may 
obtain the necessary aptitude to make the following ones 
without direct help. 

4. The models must be so graduated that at every 
stage the pupil is able to make an exact copy, not merely 
an approximate one. 

5. In making the first models only a small number of 
tools must be used ; as the work progresses the number 
of tools and manipulations should gradually increase. 

6. At first the knife, as the fundamental tool, should be 
mostly used. 

7. Rather hard woods should generally be used for the 
first models. 

8. At the beginning of the series the models should be 
capable of being quickly executed, and gradually models 
which require a longer time should be given. 



MANUAL TRAINING 



First Lessons in Wood Working 

By ALFRED G. COMPTON, 

Professor of Applied Mathematics in the College of the City of New York, and 
Instructor in charge of the Workshops of the College. 



TABLE OF CONTENTS. 



.Lesson. 

I. Cutting Tools; Knife and Hatchet; 
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XII. The Smoothing-plane. 

XIII. Back-saw and Bench-dog. 
13mo, Cloth. 88 pp. Price for Examination or Introduction, 30 cts. 



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XVIII. Glueing ; Hand-screws ; Putting the 
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XIX. Finishing a Dove-tailed Box ; Plan- 
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XX. Fitting Hinges. 

XXI. Making a Paneled Door ; Isometric 
Drawing. 

XXII. Paneled Door continued ; Mortise. 

XXI II. Fitting a Panel ; The Plow. 



XXIV. Chamfering a Frame; Finishing 
with Sand-paper and Shellac. 



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Manual Training Movement. 

Six monographs will appear each year, and the subscription price will be 
fixed at the extremely low price of $i.oc per annum. 
The following are ready or in preparation : 

I. A Plea for the Training of theHand, by D. C. Gilman, LL.D., Presi- 

dent of Johns Hopkins University. — Manual Training and the Public 
School, by H. H. Belfield, Ph.D., Director of the Chicago Manual 
Training School. 24 pp. 
44 For the student or teacher who is making a study of manual training this first number 

of the Educational Monograph Series is the best possible introduction to the subject." 

—Science. 

II. Education in Bavaria, by Sib Philip Magnus, Director of the City 

and Guilds of London Institute. 

III. Physical and Industrial Training of Criminals, by Dr. H. D. Wet, 
of State Reformatory, Elmira, N. Y. 

IV. Mark Hopkins, Teacher, by Prof. Leverett W. Spring, of Williams 
College. 

V. Historical Aspects of Education, by Oscar Browning, M. A., of 

King's College, Cambridge. 

VI. The Slojd in the Service of the School, by Dr. Otto Salomon, 
Director of the Normal School at Naas, Sweden. 

Manual Training in Sweden, by Prof. A. Sluys, of the Normal School, 
Brussels. 

The Teaching of History, by Dr. Edward Channing, of Harvard Univer- 
sity. 

Objections to Manual Training, by Col. Francis W. Parker, of Cook 
Co. (111.), Normal School. 

Extent of the Manual Training Field, by Prof. C. M. Woodward, of 
Washington University, St. Louis. 

Graphic Methods in Teaching, by Charles Barnard, Esq., of Chau- 
tauqua T. C. C. 

Elementary Science in Schools, by Prof. W. Lant Carpenter, of London. 

The Jewish Theory of Education, by Prof. Henry M. Leipziger, Direct- 
or of the Hebrew Technical Institute. 

Domestic Science in the Schools, by Mrs. Emma P. Ewing, of Purdue 
University. 

The Science of Cooking as a Factor in Public Education, by Mrs. 
Ellen H. Richards, of Mass. Institute of Technology. 
Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of 

Berlin ; DR. E. HANNAK, of Vienna ; PROF. A. SALIOIS, of Paris ; PRESIDENT W. P. 

JOHNSTON, of Tulane University ; SUPERINTENDENT JAMES McALISTER, of Phila- 
delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. 
Leaflets are also issued from time to time, giving information on specific educational 

topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. 

Superintendents and others ordering a quantity are offered a liberal discount. 
The payment of 50 cents will entitle any person to receive all the Leaflets that may be 

issued for one year. They will be sent by mail promptly as issued. Leaflets are now 

ready on " The Argument for Manual Training," " Public Education in Germany," "The 

Albany (N. Y.) Report on Manual Training," "Manual Training in Springfield, MasB.," 

"The Naas Seminary for Teachers," " The Scientific Treatment of Education," " What the 

Teachers Recommend in France," etc. Others are in preparation. 
For Monographs or Leaflets address, enclosing postal note or money order, payable to the 

Industrial Education Association. One and two-cent stamps may also be sent. 

Registrar of the College for the Training of Teachers. 

9 University Place, New York City. 



The Prang Course of Instruction 
in Form and Drawing. 

This course is the outgrowth of fifteen years' experience 
devoted to the development of this single Subject in public 
education, under the widest and most varied conditions. 

It differs widely from all the so-called " Systems of Draw- 
ing" before the public. 

The aim or object of the instruction is different . 

The Methods of teaching and the Work of pupils are 
different. 

The Models, Text-books, and materials are on an entirely- 
different Educational plan. 

The results in Schools are widely and radically different. 

It is the only Course based on the use of Models and Objects 
and for which Models have been prepared. 

The Course prepares directly for Manual Training. 
Many of the exercises are in themselves elementary exer- 
cises in Manual Training. 

THE PRANG COURSE has a much wider adoption in 
the best schools of the country than all the "Systems of 
Drawing" put together. 

More than two millions of children in public schools are 
being taught Form and Drawing by The Prang Course. 

PRANG'S NORMAL DRAWING CLASSES. 

These classes have been established for giving the very 
best kind of instruction in Drawing through home study 
and by correspondence. All teachers can, through these 
classes, prepare themselves to teach Drawing in their schools. 

Jt@~Send for Circulars in regard to PRANG'S COURSE 
OF INSTRUCTION IN FORM STUDY AND DRAW- 
ING, and also in regard to PRANG'S NORMAL DRAW- 
ING CLASSES. Address, 

THE PRANG EDUCATIONAL COMPANY, 

BOSTON. 



MOIsTOGBAPHS 



OF THE 



Industrial Education Association 



Vol. I. No. 6. 



Entered at the Post Office at New York 
City as second class matter. 



Bi-monthly. 
Prick, $1.00 a year. 



The Slojd in the Service 

of the School 



BY 



OTTO SALOMON, Ph. D., 

Director of the Normal School for Slojd Instruction, Naas, Sweden. 



Translated by 

■WILLIAM H. CARPENTER, Ph. D. 

of Columbia College. 



EDITED BY 
NICHOLAS MURRAY BUTLER, Ph.D., 

President of the Industrial Education Association. 




NEW YORK. 

Industrial Education Association. 
november, 1888. 

Twenty Cents. 



College for the Training of Teachers. 

9 UNIVERSITY PLACE, NEW YORK CITY. 



The Industrial Education Association has founded the first purely 
professional school for teachers in this country. It is not a normal 
school, but a training college. Students of both sexes are admitted on 
passing the required examination. The course of study occupies two 
years and includes psychology, the history and science of education, 
methods of teaching, school organization, natural science and the con- 
struction of simple illustrative apparatus, the history of civilization and 
the philosophy of history, the kindergarten, observation and practice in 
the model school, etc. Special attention is given to training in indus- 
trial art, domestic economy, mechanical drawing, and wood-working. 
In all these departments the demand for trained teachers far exceeds 
the supply, and there is an excellent opening for competent teachers. 

The exercises of the present academic year began on September 24th. 
The entrance examiuations for the year 1889-90 will be held on June 18 
and September 17, 1889, at the College building, New York City. 

Tuition, $60 per annum. Board and lodging can be obtained at mod- 
erate prices. A limited number of scholarships have been established 
to aid deserving students. 



FACULTY. 

Nicholas Murray Butler, Ph.D., President, £nd Professor of the History and Institutes of 
Education. 
Julia Hawks Oakley, Professor of Domestic Economy. 
Hannah J. Carter, Professor of Industrial Art. 

Angeline Brooks, Professor of Kindergarten Methods and Director of the Kindergarten. 
John F. Woodhull, A.B., Professor of Natural Science. 

Ada L. Fairfield, Professor of Methods of Teaching, and Lecturer on History. 
Arthur Wesley Chase, B.S., Professor of Mechanical Drawing and Wood- Working. 



LECTURERS, 1888-9 

President Thomas Hunter, LL.D., New York City Normal College. 

Superintendent W. N. Barringer, Newark, N. J. 

Prof. W. O. Atwater, Wesleyan University. 

Superintendent C. E. Meleney, Paterson N. J. 

Superintendent N. A. Calkins. New York. 

Prof. H. M. Leipziger, New York. V 

Dr. Jerome Allen, Editor of the School Journal. 

Col. Francis W. Parker, Cook County Normal School, 111. 

Walter S. Perry, Esq., Pratt Institute. 

Dr. William A. Hammond, New York. 

Prof. H. M. McCracken, University of the City of New York. 

Dr. J. A. Keinhart, Principal of High and Normal Schools, Paterson, N. J. 

Principal W. M. G-iffin, Newark N. J. 

Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. 

Prof. W. R. Ware, Columbia College. 

Prof. H. T. Peck, Columbia College. 

Dr. W. H. Carpenter. Columbia College. 

Dr. W. A. Dunning, Columbia College. 

Dr. D. K. Dodge, Columbia College. 

George H. Baker, A.M., Columbia College. 

For detailed information, circulars, etc., address 

NICHOLAS MURRAY BUTLER, Ph D , 
President of the College for the Training of Teachers. 
9 University Place, New York City. 



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